This article describes a case study of teaching German at the college level for four semesters with a student born blind (with increasing hearing loss). It presents an assessment tool to measure the qualitative and quantitative efficacy of disability/blindness-inclusive language teaching methods using multimodality and Universal Design principles. The assessment evaluates and ranks eleven language teaching methods used, among others, over four semesters. The methods are discussed with respect to the impact that multimodality and Universal Design principles have on the accessibility for the individual student's needs and dis/abilities as described in the case. The article concludes with reflecting on the assessment tool's quality and effectiveness and stresses the need for more awareness-raising as well as data-driven research with methodic analyses at the intersection of language pedagogy and applied disabilities studies.